A CRITICAL PROPOSAL FOR TEACHERS

PROFESSIONAL DEVELOPMENT IN ICT

Prof. AURELIA GARCIA
UNLPam (National University of La Pampa)
ARGENTINA
A Critical proposal for Profession Development in ICTs
A Critical Proposal for Profession Development in ICTs
Where is
METAMORPHOSIS taking
place?
aure.garcia09@gmail.com
How can teachers be encouraged to embed
their practices with New Information and
Communication Technologies?

In terviews
Observations
Lesson plans
Surveys
Photograph
Official documents
Field notes
A Critical proposal for Profession Development in ICTs
Lets interact
A Critical proposal for Profession Development in ICTs
NO NEVER - NEGATIVE
CAUTION DK - SOMETIMES

YES ALWAYS - POSITIVE

Defining key concepts
A Critical proposal for Profession Development in ICTs
PD in ICT
GLOBAL
CONTEXT
LEARNING
TEACHING
Teachers
training
Professional
development
TEACHING
A Critical Proposal for Profession Development in ICTs
PD in ICT
A Critical Proposal for Profession Development in ICTs
Critical thinking
Communication
Creativity
Collaboration
ICT
A Critical Proposal for Profession Development in ICTs
4Cs
XXI century skills
ICT
A Critical Proposal for Profession Development in ICTs
4Cs
Global Digital Divide
A Critical proposal for Profession Development in ICTs
Internet traffic
A Critical proposal for Profession Development in ICTs
one laptop per child
PD in ICT
A Critical Proposal for Profession Development in ICTs
UBIQUITOUS
Anytime
Anywhere
SITUATED
Local context
Students
context

INVISIBLE
From pairs
Using other
technology



When we thought we knew all the
answers suddenly they change all
the questions (Mario Benedetti)

A Critical proposal for Profession Development in ICTs
PD in ICT
A Critical Proposal for Profession Development in ICTs
PD in ICT
fearless
innovative
mediator
facilitator
partnership
What do experts say?
A Critical proposal for Profession Development in ICTs
Teachers feel
loss of control
Teachers are
not well
prepared for
the
technological
pedagogy
It takes an entire tribe
to educate a child
(African proverb)
There is no
expert, there is
a monitor, a
mentor, a
facilitator
A Critical Proposal for Profession Development in ICTs
PD in ICT
There is more to an
educational revolution,
than distributing
computers to all
students
Michael Apple
A Critical Proposal for Profession Development in ICTs
PD in ICT
Keep students records
Lesson plans
Attendance
Administrative
Complement to classroom activities
Computer lab at school or at home
Blended
Distant training
University level
Distance
A Critical Proposal for Profession Development in ICTs
PD in ICT
On line post graduation
A Critical Proposal for Profession Development in ICTs
PD in ICT
Self-taught tech-savvy

Teacher training colleges


On site in service training


On line post graduation

A Critical Proposal for Profession Development in ICTs
PD in ICT
At teachers' training colleges
A Critical Proposal for Profession Development in ICTs
PD in ICT
At teachers' training colleges
A Critical Proposal for Profession Development in ICTs
PD in ICT
On site in service training
A Critical Proposal for Profession Development in ICTs
PD in ICT
On line post graduation
A Critical Proposal for Profession Development in ICTs
PD in ICT
Collaborative learning communities
Face 2 face
workshop
Students from teacher training college
Secondary school teachers
Embedded
lesson
Learn web 2.0 tool
Reflect on applicability
Embed new tools in lesson plans
Implement
at schools
Accompanied by sts.
Accompanied by
trainers
A Critical Proposal for Profession Development in ICTs
PD in ICT

Collaborative learning
communities

A Critical Proposal for Profession Development in ICTs
PD in ICT

Collaborative learning
communities

A Critical Proposal for Profession Development in ICTs
PD in ICT

Collaborative learning
communities

A Critical Proposal for Profession Development in ICTs
PD in ICT

Collaborative learning
communities

Training in ICT is not a
teachers genuine demand, but
felt as imposed by public
policies
.I had thought I would have to retire.
(prot. 10)

.doing this is a MUST, since teachers have to
implement in our classrooms a new way of
teaching that foresees the incorporation of
technology (prot. 3)
PD in ICT
The implementation of technology
is experienced as a menace in
teachers testimony
fear, anxiety. I thought everybody knew more than I did as
regards the use of technology. Fear and anxiety... (prot 9)
anguish and fear I could do it with computers... (prot. 18)
anxiety because of my lack of knowledge (prot.19)
a lot of uncertainty about how to start working with the
netbooks at school (prot.13)

PD in ICT
Collaborative learning
strengthens responsibility in
the tasks design &
implementation while it
creates relationships

student-teachers support has been specially great...
(prot.17)
working with others helped reduce anxiety (prot. 19)
working in groups helped in building greater strength
(prot .20)
.sharing with teacher trainees was very
enriching(prot.10)

PD in ICT
Positive evaluation of
face to face training
over online training
the group work carried out during our meeting has been extremely positive,
because of collaboration we received from some of the people who had more
skills than others (prot.11)

I had already attended an online training, but it was hard to understand and I
could never implement anything at school. Now I have already opened a blog
for my class and students are participating (prot. 21)

.I can ask my doubts immediately while I am learning about the tool (prot.
22)

I think this kind of face to face meetings have too continue... (prot. 19 a)

PD in ICT
Positive evaluation of
face to face training
over online training PD in ICT
Miss Romina Cheme Arriaga, local
teacher trainer from CONECTAR
IGUALDAD program
THE DRIVING CHANGE IN
EDUCATION IS IN OUR HANDS!
Prof. AURELIA GARCIA
UNLPam (National University of La Pampa)
ARGENTINA
A Critical proposal for Profession Development in ICTs